RI-GSE ESS 1:
The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space Science
The evolution of the Earth system Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
This lesson continues to discuss plate tectonics, and build on the knowledge of the Earth's movements. Students will be introduces to faults in the Earth's crust. Students will then be building models of the crust. The physical action of the students working in groups to build these models should provide them with a real and applicable memory to build knowledge on. The knowledge of faults in the crust is important, however this lesson is really to introduce earthquakes, and get the students thinking about WHY we have earthquakes.
Opportunities to Learn:
Depth of Knowledge
Level 2:
students will be using their knowledge of fault types to construct three dimensional models
students will have to accurately interpret the models to label the direction of the movements
Prerequisite Knowledge
Students will be expected to know the information from the previous lesson and from the short video in order to develop an answer to the posed question.
Students will be expected to be able to correctly interpret the visuals from the book, to be able to make the three dimensional models.
Plans for Differentiating Instruction
This lesson will interest visual, tactile, kinesthetic, auditory learners, and learners who learn from writing. We will be taking some notes, and discussing the answer. We will be up and moving creating three dimensional models of the fault types. Not only will these models present a visual for the students, but a tactile. The styrofoam models will represent the plates of the Earth and will provide some resistance when we move then against eachother. This will represent the stress that occurs at the fault lines.
Accommodations and modifications
Environmental factors
Students will be at the normal seat in the tables of 2 or three for the beginning of class. We will then be up and standing in the lab section of the class. The students will be in their pre-assigned lab groups, (3-5 in a group). Students will be working with eachother and moving around, this should allow the students to release some energy and work in their social groups as they ususally like to do.
Materials
Small styrofoam blocks (four per group)
cutting utensil for each group
marker for labeling
text book that shows the fault types (page 86 Modern Earth Science, Holt, Rinehart and Winston)
Objectives:
Students will:
determine the answer to the beginning of class question is subduction
work in groups to accurately construct the 4 models of fault types
Instruction:
Opening:
We will again start by posing a question. On the board I will ask the students "We learned last class that the ocean floor is spreading because of molten rock forming new crust. If this is so, why doesn't the Earth continue to grow larger and larger? (Hint: We learned this in the video!)" We will then conclude that the answer is because of subduction.
Engagement:
After getting the students to start thinking about subduction, and the movements of the plates, we will go over some basics on different plate boundaries. We will discuss deformation of the crust. Students will get a few notes on divergent and convergent boundaries.
We will be making models of the 4 main fault types. (Normal, reverse, thrust and strike-slip), Each group of four will be given four small styrofoam blocks. The students will only have to make one cut in each block to demonstrate the movement of the fault. The students will then draw arrows in the direction of the movements of the fault. The students then may label each types of faulting and practice the movement of the fault.
We will be making a to-scale model of the layer of the Earth. As a class we will discuss the implications of each fault type. We will discuss how mountain ranges are then formed due to movement in the plates. Students will take notes on the types of mountains (folded, fault-block, volcanic and dome).
This seems like three activities: Notes, model construction, and followup discussion. If this is the case, then you should separate these out in your plans so that you can indicate transitions, instructions, questions, and what you will be doing while students are working in their groups. Where you able to use any of the ideas from your modeling article as you were planning?
Closure:
We will revisit the question posed at the beginning of class. We will discuss the displacement of the Earth which makes subduction zones or rift valleys. I will sum up these geologic actions by discussing the 'stress' put on the plates, and this will lead us into earthquakes for next lesson. I would be nice to organize this around a representation, maybe a photo or diagram of a fault under stress?
Homework: Read pages 83-93 in text book Will you give a reading quiz the next day? Reading assignments are generally pointless w/o some written component. Students are too busy to read when there is not some way that they are held accountable. By not providing a task and not following up with a quiz, you are actually teaching them that reading is not necessary.
Take Away Points:
subduction occurs, therefore the earth does not grow larger when new crust forms
there are different fault types, each causing stress on the plates
start thinking, "what could this stress lead to, how would it be released???" (earthquakes!)
Assessment:
There will be informal assessment during this lesson. The students will be in groups of 4 or 5 and will be responsible for creating and labeling four faulting models. If the groups are not creating or demonstrating the models correctly, I will know that I have to demonstrate the faults for the class correctly. The assessments will help me, as the teacher, judge whether or not the students are accurately interpreting the physical movement of the plates.
Lesson Plan
Lesson Title: Earth's Crust
State Standards: GLEs/GSEs
RI-GSE ESS 1:The Earth and earth materials as we know them today have developed over long periods of time, through continual change processes.
National Standards:
NS 9-12.4 Earth and Space ScienceThe evolution of the Earth system
Content Standard F: Science in Personal and Social Perspectives
Science and Technology in local, national, and global challenges
Context of Lesson:
This lesson continues to discuss plate tectonics, and build on the knowledge of the Earth's movements. Students will be introduces to faults in the Earth's crust. Students will then be building models of the crust. The physical action of the students working in groups to build these models should provide them with a real and applicable memory to build knowledge on. The knowledge of faults in the crust is important, however this lesson is really to introduce earthquakes, and get the students thinking about WHY we have earthquakes.Opportunities to Learn:
Depth of Knowledge
Level 2:Prerequisite Knowledge
Students will be expected to know the information from the previous lesson and from the short video in order to develop an answer to the posed question.Students will be expected to be able to correctly interpret the visuals from the book, to be able to make the three dimensional models.
Plans for Differentiating Instruction
This lesson will interest visual, tactile, kinesthetic, auditory learners, and learners who learn from writing. We will be taking some notes, and discussing the answer. We will be up and moving creating three dimensional models of the fault types. Not only will these models present a visual for the students, but a tactile. The styrofoam models will represent the plates of the Earth and will provide some resistance when we move then against eachother. This will represent the stress that occurs at the fault lines.Accommodations and modifications
Environmental factors
Students will be at the normal seat in the tables of 2 or three for the beginning of class. We will then be up and standing in the lab section of the class. The students will be in their pre-assigned lab groups, (3-5 in a group). Students will be working with eachother and moving around, this should allow the students to release some energy and work in their social groups as they ususally like to do.Materials
Objectives:
Students will:Instruction:
Opening:
We will again start by posing a question. On the board I will ask the students "We learned last class that the ocean floor is spreading because of molten rock forming new crust. If this is so, why doesn't the Earth continue to grow larger and larger? (Hint: We learned this in the video!)" We will then conclude that the answer is because of subduction.Engagement:
After getting the students to start thinking about subduction, and the movements of the plates, we will go over some basics on different plate boundaries. We will discuss deformation of the crust. Students will get a few notes on divergent and convergent boundaries.We will be making models of the 4 main fault types. (Normal, reverse, thrust and strike-slip), Each group of four will be given four small styrofoam blocks. The students will only have to make one cut in each block to demonstrate the movement of the fault. The students will then draw arrows in the direction of the movements of the fault. The students then may label each types of faulting and practice the movement of the fault.
We will be making a to-scale model of the layer of the Earth. As a class we will discuss the implications of each fault type. We will discuss how mountain ranges are then formed due to movement in the plates. Students will take notes on the types of mountains (folded, fault-block, volcanic and dome).
This seems like three activities: Notes, model construction, and followup discussion. If this is the case, then you should separate these out in your plans so that you can indicate transitions, instructions, questions, and what you will be doing while students are working in their groups. Where you able to use any of the ideas from your modeling article as you were planning?
Closure:
We will revisit the question posed at the beginning of class. We will discuss the displacement of the Earth which makes subduction zones or rift valleys. I will sum up these geologic actions by discussing the 'stress' put on the plates, and this will lead us into earthquakes for next lesson. I would be nice to organize this around a representation, maybe a photo or diagram of a fault under stress?Homework: Read pages 83-93 in text book Will you give a reading quiz the next day? Reading assignments are generally pointless w/o some written component. Students are too busy to read when there is not some way that they are held accountable. By not providing a task and not following up with a quiz, you are actually teaching them that reading is not necessary.
Take Away Points:
Assessment:
There will be informal assessment during this lesson. The students will be in groups of 4 or 5 and will be responsible for creating and labeling four faulting models. If the groups are not creating or demonstrating the models correctly, I will know that I have to demonstrate the faults for the class correctly. The assessments will help me, as the teacher, judge whether or not the students are accurately interpreting the physical movement of the plates.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: